This paper has been developed based on my learning experiences within the Master of Education program at Thompson Rivers University. As well as, my time teaching at Burdett School while working with the Low German Mennonite student population; and experiencing the interrupted mental health and well-being they face given their migration, forced or otherwise, regularly to and from Mexico; as well as their acculturation. Through my journey as a teacher in this program I have come to understand more about minority groups and the struggles that they face. I have learned that the upheaval involved in being a child migrant impacts their mental health and well-being; their ability to learn, and, as a result their future successes. This group of children need help because they are a part of all of our futures. Not only that, educators need personal and professional development on this topic so that they can in turn support these students in the way that is necessary to make a positive change in their futures. In this paper I argue that migrant children's mental health and well-being is impacted negatively when they migrate based on the upheaval involved in moving, forced or otherwise, as well as, acculturation; in turn, their support in the classroom should be unique. I make this claim because we should be concerned about migration and acculturation as a traumatic event, and Murphey and Sacks (2019) outline that ethnicities change the percentage of students who suffer from adverse childhood experiences to a larger number (p.9). Not only does acculturation impact migrant students, but the negative impacts migration has on mental health, create lasting negative: social, emotional, and educational effects (Dombo & Sabatino, 2019, p.18). The implications that can be made are that migrant children need culturally competent and caring individuals in the classroom to advocate for them, and make necessary changes to their personal lives and professional practices to positively impact migrant student's present lives and futures.